ABSTRACT
Researchers have identified consistently a portion of school-aged children and youth who exhibit some form of emotional and behavioral problem during their academic career. Fortunately, there are a few available programs using a cognitive-behavioral approach that have demonstrated preventative and interventive effectiveness. Cognitive-behavioral programs are based on a theoretical framework that incorporates processing social and emotional information through cognitive and behavioral cues. Because many problem behaviors are the result of deficits in self-regulating processes, such interventions promote self-regulatory skill development, a necessary component for managing one’s emotions and behaviors. In this chapter, we detail four empirically and theoretically founded programs that have demonstrated feasibility for implementation by school personnel. Each program provides sequenced, explicit instruction that targets the identification and modification of thoughts, feelings, and behaviors. First, we examine two universal programs for elementary students – Tools for Getting Along and Second Step – that have demonstrated significant positive effects in preventing externalizing and internalizing emotional and behavioral problems. Next, we describe two small group interventions for severe emotional and behavioral problems for elementary students. Bounce Back is an intervention for students who have experienced traumatic events, whereas Coping Power targets ameliorating heightened aggressive and disruptive behaviors.
